Statement of Intent

Intent

Aligned with the Al Karamah Vision and Mission, our EYFS curriculum is carefully crafted to provide the highest quality education and care in a safe and positive environment. With a commitment to enabling each young person to achieve their potential, our curriculum creates a world of possibilities through enriching, nurturing, and high-quality education.

Al Karamah School and Training Institute is a place where everyone is treated equally, encouraged and respected. We believe that all children should be able to achieve their full potential academically, socially and emotionally. We are committed to our school being safe and inclusive, where learning is nurtured and encouraged in a happy, caring and fun environment with consistent routines so that all children enjoy their educational journey.

The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the Reception year in the UK. At Al Karamah School and Training Institute it applies to children aged 3 years old to 11 years old referred to as Tiny Sparkles and Champions classes. It guides practitioners in planning challenging learning experiences within a vibrant, engaging environment and to assess the development and progress of each child.

The EYFS is categorized into four themes as well as principles and characteristics of learning which underpin teaching and learning within EYFS:

Themes: 

1. A Unique Child

2. Positive Relationships

3. Enabling Environments

4. Learning and Development

Principles:  

1. Every child is a unique learner who is constantly learning, capable, confident and self-assured.

2. Children learn to be strong and independent through positive relationships.

3. Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents.

4. Children develop and learn in different ways. The framework covers the education and care of all children in early years’ provision, including children with educational needs.

 Characteristics of Learning: 

1. Playing and exploring

2. Active learning

3. Creating and thinking critically 

EYFS Areas of Learning: 

There are 3 Prime areas of learning:

1. Personal, Social and Emotional Development (making relationships, self-confidence and self- awareness and managing feelings and behaviour)

2. Physical Development (moving and handling and health and self-care)

3. Communication and Literacy (listening and attention, understanding and speaking)

4 Specific areas of learning;

1. Literacy (reading and writing)

2. Mathematics (numbers and shape, space and measure)

3. Understanding the world (people and communities, the world and technology)

4. Expressive arts and design (exploring and using media and materials and being imaginative)

None of the areas can be delivered in isolation from the others. They are equally important and depend upon each other. All areas are delivered through a balance of adult led and child- initiated activities.

Through play and practical experiences, children learn about the world and their place in it. Students learn through   opportunities provided through continuous provision set up for key areas of learning in the classroom. We set realistic yet challenging expectations that meet the needs of our children. We achieve this by planning to meet the needs of all our children in Tiny Sparkles and Champions. 

Personal, Social and Emotional Development 

At Al Karamah School and Training Institute fosters and develops relationships between home and school. Children are encouraged to share, take turns and co-operate with others. They are encouraged to be independent and make choices for themselves. Children are exposed to opportunities to study Arabic literacy and communication, Islamic and the Quran and Social studies to understand that they are Emirate and Children of Zayed which will enable them to build their Emirate Identity. Students understand the world through these subjects. Following best practice guidelines, students within EYFS are learning in the following ways: songs, exploring artefacts, through play, arts and crafts and continuous provision.  

Physical Development 

Children are given opportunities to move to music, use equipment, develop, and practise their fine and gross motor skills. They develop an increasing understanding of how their body works, what is needed to be healthy and how to take care of themselves. 

Communication and Language 

This covers all aspects of language development and provides the foundation for literacy skills. Children are encouraged and supported to develop competence in speaking and listening, being able to pay careful attention to what is being done and responding appropriately. We aim to extend and enrich the children’s vocabulary through story time, rhymes, role-play, group discussions and a language rich environment.

Children are encouraged to share their own experiences through speaking and acting out events in imaginative play and talking about their own ideas. They are encouraged to take part in class activities such as participating in music sessions, working with puppets, saying rhymes and singing songs together.

Literacy 

We have a variety of resources for the children to use to help them develop early literacy skills. Children are encouraged to use the mark-making areas indoors and outdoors independently, but they also take part in teacher-led activities. These activities include whole class shared reading, phonics sessions and small group guided reading and writing. To support the teaching of phonics, reading and emergent writing, we use the Little Wandle/Letters and Sounds programme. The pre-writing work encourages pencil control and clear letter formation.

Children can independently develop their writing skills in accordance with their age, ability and competence. We encourage children to treat books and other resources with respect and they are given many opportunities to enjoy books by themselves and with their peers and to listen to stories read by adults.

Mathematics 

We aim for children to achieve mathematical understanding and a firm foundation for numeracy through practical activities and using and understanding language in the development of simple mathematical ideas. Pre-number work is covered through nursery rhymes and number activities complementing learning achieved at home. Children are given the opportunity to learn about numbers, shape, space, position, pattern and measurement. Towards the end of the Foundation stage children start learning to tell the time and are given opportunities to learn about money and simple calculations. We use White Rose Maths which is a problem-solving approach focused on children’s exploration of mathematical concepts through problem solving using the concrete, pictorial, abstract approach. This supports children to use physical resources and picture representations in order to develop a secure knowledge of key mathematical concepts that can then be applied to solve many problems.

Understanding the World 

All children are given opportunities to solve problems, investigate, make decisions and experiment. They will learn about living things, their environment, the world around them and the people who are important in their lives. Children also have opportunities to develop computing skills working with and using modern technology.

Expressive arts and design 

We provide opportunities for all children to explore and share their thoughts, ideas and feelings through a variety of art, design, technology, music, drama, movement, dance and imaginative play activities.

Children are given opportunities to make paintings, drawings, collages, models and use musical instruments. Children also learn new songs and rhymes and enjoy singing them with each other.

All aspects of learning are supported by the therapy team comprising Educational Psychology, Speech and language, Physiotherapy, Behaviour and Occupational therapy. 

Implementation 

Active Learning through Play 

At Al Karamah School and Training Institute we recognize that young children learn best when they are active. We understand that active learning involves other people, objects, ideas and events that engage and involve children for sustained periods. Therefore, we believe that Early Years education should be as practical as possible and our EYFS setting has an ethos of learning through play.

We recognize the importance of children’s play. It is an essential and rich part of their learning process, supporting them in all areas of development. Play is a powerful motivator encouraging children to be creative and to develop their ideas, understanding and language. It can provide multiple ways for children to learn a variety of different skills and concepts.

In the EYFS settings at Al Karamah School and Training Institute, practitioners provide both structured play opportunities inside and outside. Through planned continuous provision activities designed to engage children in practical, first- hand experiences which will support children to discover, explore, investigate, develop their personal interests and areas of curiosity, and help to make sense of the world around them as they begin to understand specific concepts. Play opportunities are also set up to provide children with opportunities to apply newly acquired knowledge, demonstrating their skills and level of understanding.

Home-school links 

• A meeting is held at the beginning of the year with all parents. Information is shared and routines are explained through the annual review process.
• 3 parent consultations are held throughout the year.
• Parents/guardians can arrange informal meetings with the class teacher as and when required.
• Class Dojo is used to ensure effective communication between home and school.

Impact 

The ultimate test of the impact of EYFS approaches is in whether the students are making progress.

The EYFS statement of intent will ensure that there is a consistent approach to teaching and learning and students' needs are met.  To determine this, we regularly observe and assess our students.

Assessment and Record Keeping

Students in EYFS are assessed termly in seven areas of learning- communication and language, personal, social and emotional development, physical development, literacy, mathematics, understanding the world and expressive art and design.

Ongoing assessment is an essential aspect of the effective running of the EYFS classes at Al Karamah School and Training Institute. Regular, planned and focused assessments are made of children’s learning and individual needs. The main EYFS assessment method is through practitioners’ observations of children in different teaching and learning contexts, including both adult focused activities and child-initiated play. The wealth of knowledge that parents provide about their child is highly valued and is an integral part of building a picture of their child’s learning and development. All practitioners are involved in observing children.

Other methods of assessing children in the EYFS setting include engaging alongside children in their play, annotation of children’s written work and talking with children about their task or play. Samples of children’s work are gathered, along with photographic evidence and observations. Children’s learning priorities are identified, and relevant learning opportunities are planned to support children to make the next steps and progress.